Cibe ^ilnivcrsit^ of CblcaQO 
libraries 




\&\ 



GIFT OF 







The University of Chicago 



RELpSEB 



A STUDY OF THE FACILITIES OF THE 
TRAINING SCHOOLS IE" NINETY-BIGHT STATE NORMAL SCHOOLS 

OF THE UNITED STATES 



A Dissertation 
Submitted to the Faculty 
of the Graduate School of Arts and Literature 
in Candidacy for the Degree of 
MASTER OF ARTS. 

Department of Education 



Alberta Brackney 



Chicago 
1919 



I 

n 



% 






\\ 






A STUDY OF THE FACILITIES OF THE 
TRAINING SCHOOLS IN NINETY-EIGHT STATE NORMAL SCHOOLS 

OF THE UNITED STATES 

Introduction 
The training school is the most vital part of 
the normal school. More and more public opinion is getting 
away from the idea that all that is necessary in order 
to teach is a knowledge of subject matter. The opinion is 
growing that knowledge of method of presentation and 
procedure based on scientific study is equal in importance 
with academic knowledge of the subjects to be taught. 
The training school is to the normal school what the 
laboratory is to the student of science. In a number of 
catalogues from schools for the training of teachers is 
expressed appreciation of the importance of this phase 
of work. The following are a few quotations from catalogues 
in regard to the work of a training school. 

"The special province of the Teachers College 
is to train in capability and efficiency as well as to 
instruct in the knowledge necessary to be acquired. This 
service is performed in a laboratory called the training 
school, where there is developed the proper attitude, spirit 
and power." 1 



1". bulletin of the Iowa~State Teachers College "CaEaTog and 
Circular, page 26. 



-2- 



"The function of the training school is to typify 
the proper procedure and equipment of a good elementary 
school, and to serve as a laboratory for the demonstration 
of principles and methods of teaching." 1 

"The most important features of any normal 
school is its practice department. Colleges and city high 
schools not infrequently give academic training as 
rigorous as that which normal school students are required 
to take, and courses in pedagogy can give the theory of 
education; but the actual observation and practice for 
one hundred and twenty weeks in various grades, under 
the supervision of competent critics, is the test whi ch 
brings out the po\ver of a teacher. If the candidate fails 
here, he is not graduated, however high his scholarship." 2 

PROBLEM 

The problem of this article is to determine the 
amount of practice teaching required, and the facilities 
for this work in a representative number of state normal 
schools of the United States. 

Most normal schools offer a curriculum for what 
is denoted as college work or junior college work. Many of 
the schools have curricula of work of both lower, and higher 
degree, but in order to compare the schools, the two-year 
curriculum just above high school graduation is taken as a 
basis for this study. 

1. Lewis ton" State Normal School Bui 1 eHlT^^iHern~Cra?EaTo^uer 
page 33. 

2. Annual Circular - State Normal and Training School, 
Brockport, Hew York, page 20. 



-3- 

S OUR CBS 

The source of this material is the information 
given in the catalogs. All catalogs used ■were those for 
the year 1918-1919, or those containing the announcements 
for 1918-1919. Owing to differences in time of publication 
some catalogs bore the date 1917, but gave the information 
for the following year. The catalogues were selected at 
random as a representative sample of the various sections 
of the .United States. Of those studied, twenty-one were 
from the North Atlantic States, ten were from the South 
Atlantic States, thirty from the North Central division, 
fourteen from the South Central Division, and nineteen from 
the Western Division. / 

The number in each division varies, due in! part 
to the fact that some sections of the country have a greater 
number of normal schools than other sections. 

The writer will be very glad of corrections, if 
any mistakes or misinterpretations have been made. Many of 
the catalogs have no index, and it is very easy to overlook 
statements. Language, too, is an imperfect medium of com- 
munication and it is an easy matter to misinterpret the 
explanations and data given. 

METHOD 

An effort was made to secure the same data from 
all the schools studied, but all catalogs do not give 
information on all points desired, therefore in the tables 
which follow the number of schools vary. A number of 

difficulties were met in reducing the data secured to the form 

» 



/ 



-4. 



of the tables. There were wide differences in catalogs. 
Some gave complete explanation of the organization of 
the training schools and the work of the student teachers. 
Others were unsatisfactorily brief. The special method 
used in meeting the difficulties in securing data will 
be explained in connection with each table. 

Buildings and External Equipment 
Schools vary widely in building and equipment for 
the training school. Some have no building of their own, 
but use the public schools, others have a separate 
building on the campus, some are not equipped with a 
special building, but house the department in one of the 
normal school buildings used for other purposes also, 
others have a combination of the foregoing plans. The ac- 
companying table gives the data in this respect. 



-5- 

Table I 
The Housing of the Training Schools 
of State Normal 
Schools 





•Geographical Divisions : 


■ "' ~ "" '""' — " 


ITumber of Schools : 


: NA SA NC dc Y/ 


:T 


(l) having, a separate : 
building as a part : 
of the school plant : 


: 1 


1 


14 


: 4 


6 


\z& 


(2) having the training : 
school housed in a : 
building used for : 
other normal school : 
work : 


: 3 


4 


4 


: 9 


2 


■22 


(3) using the. public : 
schools exclusively ; 


: 6 


4 


4 


: 1 


3 : 


■18 


(4) having combinations : 
of numbers two and : 
three : 


: 8 




3 




3 


•14 


(5) having combinations ; 
of numbers one and : 
three 


: 2 . 




4 




2 


: 8 


Totals : 


;20 


9: 


29 


:14 


16 


• 88 



Note: In all the tables which follow NA means North Atlantic 
section, SA, South Atlantic, NC, North Central, SC, South 
Central, \V, Western, -and T, total. 



-6- 



In the north Atlantic Division, of the twenty 
catalogs examined which mentioned the question of 
"buildings, four have the entire training department 
entirely separated from the public school system of the 
town in which the school is located, and only one of the 
four has a special building. Six use the public school 
exclusively as practice schools, and ten have a combination 
method of a model school in connection with the normal 
school with the public schools as training centers. Of these 
ten, only two have separate "buildings. It would appear 
therefore that in the North Atlantic territory dependence 
is placed largely on the public schools for practice 
teaching facilities. In the South Atlantic Division 
four institutions use the public schools only as 
training centers, while five have a separate model 
school only, but of the five only one has a separate 
building. In the North Central Division eighteen institu- 
tions have a separate model school of their own, and of these 
fourteen have a special "building. Pour use only the 
public schools for purposes of practice teaching, while 
seven make a comhi nation of the methods of the public 
school as a model school and a separate school as a part 
of the school organization. In this section there seems 
a strong recognition of the need of equipping the training 
school with a special building, but less tendency to 
unite with the schools of the community in which the normal 



-7- 



school is located. The South Central section shows 
the same tendency for separate training schools, thirteen 
schools having this plan, against one using the public 
schools, but only four are equipped with a special build- 
ing. This tendency in the central section towards a 
separation from the public schools is probably due 
to the location of the normal schools in towns of medium 
size in which it is possible to maintain a separate 
tuition school, but in towns in which the public 
schools do not possess the attractiveness of city systems, 
The schools of the Western states included in this 
study are equally divided in the question, eight 
using the public schools and eight having separate 
model school. Of the last eight schools six have special 
buildings. In all five divisions of the United 
a tates the largest number of schools follow the plan 
for a separate model school with a special building, 
the practice ranking second is that maintaining a 
separate model school only, but not fitted out with 
a building equipped for the school only, 

The Plac e of Practice Teaching in 
the^ Curriculum, 
The next question to be considered is that of 
.the distribution of the practice teaching in the 
curriculum. With few exceptions if a school gives this 



-8- 



work in the first year or junior year, as it is 
most frequently designated, it consists largely of 
observation. The greater amount of teaching, and 
that in which the responsibility is heaviest is most 
frequently in the senior year with a tendency towards 
placing the work near the close of the year. Schools 
with a large number of student teachers very often 
follow the plan of dividing them into two or even 
into three divisions in order to accommodate the entire 
number. The table following shows the year in which 
student teaching is done. 



-9- 



Table II 
Distribution of the Practice Teaching in the Two-Year 
Curriculum of State Kormal Schools. 



: Geographical Divisions 




Number of Schools having ] KA. 


SA 


NC 


sc 


w : 


It 


Teaching and observation ' 
in the junior year only \ 




1 






: 1 


Teaching and observation : 
in both senior and junior : 5 
years .: 


5 


11 


: 3 


6 \ 


;30 


Teaching and observation : 
in senior year only : 15 


'. 5 


: 9 


: 8: 


!l0 ! 


•47 


Year of teaching not : 
designated : 




■ 9 


3 


3 : 


•15 


Total : 20 


: 10 


'30 


■14 


18 : 


•93 



-10- 



In the North Atlantic States three times as 
many schools offer teaching in the senior year only as 
have this work in "both senior and junior years, while 
the schools of the South Atlantic Division are equally 
divided in the matter. In the North Central Section, eleven 
schools give the work in both years, nine in the senior 
year only, one in the junior year only, but nine do not 
state the year in which the work is given. Thus no mode 
for this division could he determined. The school which 
gives practice teaching the junior year only is one in 
which the enrollment in the two-year curriculum is very 
small, so that the work is given in the junior year 
corresponding with the one-year curriculum. In the 
South Central and Western States there is a small 
majority of school in favor of student teaching in the 
senior year only, hut fifteen schools give no information 
on the point. But in general it is clear that whatever 
the plan the heavier amount of work is given in the senior 
year. 

Plan of Work 

In regard to the amogmt of teaching done per 
day several plans are followed, that of teaching the 
entire day for a given numher of weeks or months, with no 
other work, or that of teaching a half day or more with one, 



-11. 



two, or three other classes, the number of other classes 
depending on the amount of time not devoted to teaching. 
The subjects pursued are often those of education, 
related to practice teaching. A third plan provides for 
two consecutive periods devoted to teaching, and a fourth 
plan is that of teaching during one recitation period each 
day, while the student teacher has the same number of 
courses, the student teaching "being expected to require 
the same amount of work as any other course in the 
curriculum. A very common claim of the normal schools 
is that the practice work is done under conditions 
which are those of actual public schools. The four plans 
stated above are really two: the One in which the 
practice teaching is intensive in the matter of consecutive 
hours and the other in which the teaching is for a "brief 
period each day. There is certainly a difference 
between having charge of a room for an entire day, or 
even a half day, and having charge but one hour. To "be 
sure much of our teaching is now departmental, and 
much teaching is Toy the period method, but a most 
important element of teaching is lost when all personal 
contact with the child is that of the recitation only. 



-12. 



Table III 
The Different Plans in Regard to the Number of Hours of 
Practice Teaching Required Daily "by State Normal Schools, 
and the Number of Schools Employing Each Plan. 



Number of Schools having :Geogrc 

: NA 


iphi c 
SA : 


al Divisions 

NC : SC : W '• > ? 


(l) Student teaching for one" : 
neriod daily : 3 


l\ 


27-14: 11 : : 62 


(2) Student teaching for two : 
consecutive periods or : 
more but less than : 3 
one-half day 


4: 


2 : : 4 ; : 13 


(3) Student teaching for a 
half day period : 


1; 


2 : : 2 : : 5 


(4) Student teaching by : 15 
day periods 




: 1 : : 16 


(5)Student teaching arranged: 
as a combination of num- i 
bers one and four : 




: : : : i 


- 




! '.'. ' 


Total 22 


12 


=31 =14; 17 • ; 97 



-13- 



TaTole III shows that sixteen of thetwenty-one 
of the North Atlantic Division use the all day plan, while 
only three use the one period per day plan, and three 
use the method of at least two consecutive hours daily. 
In the South Atlantic states no school requires a half day 
of teaching, and four have two continuous hours daily, 
while seven have one period per day only. In the North 
Central States almost all the schools which give data on 
the subject employ the one hour per day plan, twenty 
seven "being the number using this method in contrast to 
two schools using two continuous periods, while two have 
the student teach for one half of each day. The schools 
of the South Central states all use the plan of having 
each student teach hut one hour per day. The majority 
of the schools of the west, eleven, use the same method 
as the South Central section, four have the two periods 
per day plan, two have the half day system, and one 
requires teaching a full day. This summary statement can 
he made, sixty two out of ninety s£tf*nschool3 require a 
student teacher to teach one period a day. The practice 
ranking second, that of providing a whole day period 
of teaching, is the plan in sixteen schools. Thirteen 
schools have a two hour period, and five have a half day 
period. 

The conception of the function of the training 
department differs with different schools. One normal 
school of a North Atlantic state in describing the facilities 



-14- 



for practice teaching states that the school maintains 
a school of observation consisting of a kindergarten 
and eighth grades and also a Montessori school, and that 
there are also thirty training stations in fifteen dif- 
ferent towns and cities. The school requires one entire 
year of teaching, the third year, in addition to obser- 
vation. In speaking of the work in the model school, 
one of its functions is given as that of a place for 
the young teacher to begin her work under the most helpful 
and encouraging conditions. She begins teaching under 
a most stimulating environment with little responsibility 
for the discipline. A normal school of the North Central 
Division explains that the training school in connection 
with the institution is becoming more and more experimental, 
that the teachers of experience are assigned to this 
school that they may do their practice work along 
experimental lines, and devote their attention to the 
solving of teaching problems. The inexperienced teachers 
are sent to the work in the city schools in order 
that they may learn the ordinary routine, and teach under 
the ordinary conditions of public school work. It is 
impossible to secure from the catalogs data that will furnish 
comparisons of a numerical nature in regard to the 
conceptions of the functions of the training schools. 
However it is the writer's belief from a reading of the 
bulletins issued by the different schools, that the 
majority incline towards teaching the students what are 
accepted and tried methods of procedure, rather than as- 
signing them to experimental work. Some catalogs state 



-15- 



th at the aim is to have the training school not a ttmodel 
school" but one in which the ordinary conditions of 
public school exist. 

Amoun t of Work Required 

In computing the amount of work done the unit 
of work is taken arbitrarily as the number of minutes 
spent in teaching forty-five minutes per day five days per 
week for thirty-six weeks, or 8100 minutes. Computing on 
this basis the amount of work required by a school 
which does twelve weeks of work for a full day, five 
days per week was counted as six hours of sixty minutes 
each, five days per week, for twelve weeks, or 21,600 
minutes, which amounts to 2.66 units of work. All work 
was computed on the minute basis. If the periods in the 
program of any school are fifty minutes long the addi- 
tional five minutes were added. If the catalogs state 
definite!;/ any observation outside the regular teaching 
period, this was added to the total period spent in work 
in the training school. Also when time spent in 
conferences and critiques is given definitely this time 
is added to the total. Some schools undoubtedly give 
time to this work, but do not so state and for this reason 
the total number of minutes may be too small for some 
cases. If not length of time is stated for the period 
it is assumed to be forty-five minutes. 

Many of the schools give additional practice 
teaching to that listed in the accompanying table. The Rhode 



-16- 



Island State Normal School has no two-year curriculum. 
In the third year nine units of teaching are given. The 
school at Milledgeville, , Georgia, gives work in observa- 
tion in the second j^ear of the four-year curriculum, 
hut the exact amount is not stated. The main part of 
the teaching is in the fourth year. It is evident 
that students who leave school with two years work are 
given some teaching also. In Winona, Minnesota, the 
forenoon periods are forty-five minutes in length and 
the afternoon periods fifty-five. The aferage, fifty 
minutes, was used in making the computations for this 
school. 

It is impossible to distinguish between time 
spent in observation and that spent in teaching, hence 
the two were put together in the totals, but it is 
evident that 8100 minutes in the training schools 
represent much more actual teaching experience in some 
cases than in others. The median was used in finding the 
central tendencies of the tables, because it seemed to be less 
affected by the cases at the extremes of the distribution. 
The simplest method of computing the median by counting was 
used because from a consideration of the data that seemed to 
give the most exact result. For instance, in the distribution 
of frequencies of the number of minutes of practice teaching 
in the North Central Division there are twelve schools which 
have 8100 minutes as their requirement. To count the median 



■17- 



"by the U/2 method, assuming the di strihution was equally- 
placed gave quite a perceptible error, "because the 
twelve frequencies are "bunched at the lower end of the 
interval of the scale, hence 8100 minutes was taken as 
the median. 



-18- 

Table IV 
The total number of minutes of work in the training schools 
required of each student teacher by the schools of each 
division with the ranking of each school in relation to the 
schools of that division. Also the median number of minutes 
required. 



Division School 


Minutes 


Rank 


North 

At- 


Connecticut-Danbury-State Formal and 

Training School 


35 , 640 


1-1/2 
1-1/2 
3 


lanti c 


New Haven-State Normal and 
Vermont- Cast! et on -Vermont State 




Massachusetts-Worcester-State normal School. . . 
New Jersey- Monte lair-New Jersey State 

Normal School 

New York - Brockport-State Normal and 

Training School- 


29,646 

28,755 

27,000 

27,000 

27 , 000 

24,300 
21,600 
21,600 
20,250 
20,250 
14,580 

14,337 

12,150 
11,988 

7,290 

7,290 

7,290 


4 
5 
7 




Buffalo- State Normal and 

Geneseo-State Normal and Training 
School; , 


7 

7 




New Jersey-Trenton- New Jersey State 

Normal School. 

Massachusetts-Framingham-State Normal School... 

New Hampshire-Keene- State Normal School 

Massachusetts-Hyannis-State Normal School 

Westfi eld-State Normal School..., 
Bridgewater-State Normal School., 

Maine- Farmingt on-State Normal and 

Training School 


9 
10-1/2 
10-1/2 
12-1/2 
12-1/2 
14 

15 




Pennsylvania-Indi ana-State formal School of 


16 




Massachusetts-Salem-State Normal School 

Peiimsylvania-Clari on-Clarion State Normal 

S cho o 1 


17 
19 




Lock Haven-Central State 

Normal School 


19 




Slippery Rock -Slippery Rock State 


19 












Median 


21,600 








cr^ 





• 19- 



South 
At- 
lantic 



North 

Cen- 
tral 



Georgia - Valdo sta-South Georgia State 

Normal School 

aryland-Towson-Maryland State Normal School... 

Virginia-Harrisonburg-State Normal School 

Georgia-Athens-State Normal School-. 

Virginia-Fredricksburg-State formal School 

North Carolina-Greenville-Fast Carolina 

Teachers Training 

College 

West Virginia- Athens-Concord State Normal Schoo 
Fairmont-Fairmont Sta/te 

Normal School 

West Liberty-West Liberty State 

Normal School 



Me di an 



South Dakota-Madi son-State Normal School 

Spear Fish-State Normal School 

Illinois-Be Kalb-Northern Illinois State 

Normal School 

Minnesota-Winona-State Normal School 

Illinois-Charleston-Eastern Illinois State 

Normal School. 

Minnesota-Duluth-State Normal School 

North Dakota-Mi not -St ate Normal School.., 

Wi s consi n-Mi lwauk ee-Mi lwauk ee St at e 

Normal School. 

Illinoi s-Carbondale-Southern Illinois 

Normal University. 

Macomb-Western Illinois 

State Normal School. 

Minnesota-Mo orhead-State Normal School 

Missouri -Springfield-Fourth District State 

Normal School 

Yferrensburg-Second District State 

Normal School 

Nebraska-Kearney- Kearney State Normal School.. 

North Dakota-Mayville-State Normal School 

Valley City-State Normal School... 

Ohio -Kent -Kent State Normal School 

South Dakota-Aberdeen-Northern Normal and 

Industrial School 

Wisconsin-Platteville-State Normal School 

Wisconsin-Whitewater-State Normal School 

Indiana-Terre Haute-Indiana State Normal School 

Muncie- Indiana State Normal School 

Ohio -Bowling Green-Bowling Green St. Norm. School 
Michigan-Ypsilanti-Michigan State Normal School 

Nebraska-Peru-Nebraska State Normal School 

Iowa-Cedar Falls-Iowa State Teachers College... 



25,920 
16,200 
15,066 
12,150 
10,775 



.7,533 
.4,200 

4,200 

4,200 



10,775 



18,873 
17,801 

16,200 
10,520 



1 
2 
3 
4 
5 



6 

8 



Michij 



-Kalamazoo -We stern State Normal School. 



Marquette-Northern State Normal School 
Kansas-Emporia-Kansas State Normal School 
Mi s s o ur i -Ki r k s yj . lie- First Di st. State Norm. School 

Median" 



10,287 
10,206 

10,125 

9,396 

8,100 

8,100 
8,100 

8,100 

8,100 

8,100 
.8,100 
.8,100 

8,100 

8,100 
8,100 
8,100 
7 , 857 
7,857 
7,290 
5,994 
5,670 
5,400 
5,400 
5,400 
3,564 
2j,997 

T,ToT 



l 
2 

3 
4 

5 
6 
7 



14-1/2 

14-1/2 

14-1/2 

14-1/2 

14-1/2 
14-1/2 
14-1/2 
14-1/2 
14-1/2 

14-1/2 

14-1/2 

14-1/2 

21-1/2 

21-1/2 

23 

24 

25 

27 

27 

27 

29 

30 



-20- 



South 
Cen- 
tral 



West- 
ern 



Alabama-Jacksonville-State Normal School../ 


16,200 


1 


Louisiana-Nachitoches-Loui siana State 








12,555 


2 


Oklahoma-Alva-North Eastern State 








9,720 


3-1/2 


Weather ford- South Western State 




9,720 


3-1/2 


Oklahoma-Durant-South Eastern State 




6,480 


5 


Ar kan s a s - C o nway y . Ar kan s a s S t at e No rmal 






5,508 


6 


Texas-San Harcas-The Southwest Texas State 






5,346 


7 


Kentucky-Bowling Green-West Kentucky 




State Normal School. 


3,969 


8 


Tennessee-Johnson City-East Tennessee Statft 








2,430 


9-1/2 


Murfreeshoro-Middle Tennessee 






State Normal School, 


2,430 


9-1/2 


Texas-Huntsville-Sam Houston Normal 








2,106 


11 


Denton- Northern Texas State Normal 








1 , 620 


12 






Me di an 

— — — ~— — — ■ ■ — ■ — 


5 , 427 




California-San Eranci sco-Ste,te Normal 








33,696 


1 


Areata- Humholdt State Normal 






17,820 


2 


Los Angeles-Los Angeles State ; 




Normal School 


14,742 


3 


Eresno -California State Normal 








13,446 


4-1/2 


San Diego -San Diego State formal 




13,446 


4-1/2 


Oregon-Monmouth-Oregon .State Normal School?. 


,11,583 


6 


Washington-Cheney- State Normal School...... 


9,963 


7 


Arizona- Flagstaff- Northern Arizona 








, 9,720 


8 


Mew Mexico- Las Vegas- New. Mexico Normal 


, 8,991 






9 


Arizona-Tempe-Tempe Normal School of 






8,505 


10 


Colorado -Gunnison-Colorado State Normal 






8,100 

8,100 


13 


Idaho - Albion - State Normal School 


13 


Lewiston-Lewi ston State Normal 








8,100 
8,100 


13 




13 


Blew Mexico -Silver City-New Mexico State 








8,100 


13 


Washington- Bellingham- State Normal 








1 7,128 

'.5,400 


16 


Uolorado-Greeley-Colorado State Teachers 






17 


Me di an 


8,991 





■'21- 



Ta"ble V 

The Median Amount of Work Required in Five 
Geographical Divisions of State normal Schools 
Arranged in Order of Rank. 



Medians 

North Atlantic Division , 

South Atlantic Division , 

Western Divi si on. 

Uorth Central Division , 

South Central Division 

Median of the Medians 



Minutes 



21,600 

10,775 

8,991 

8,100 

5,427 



-22- 



The median of the time spent "by the schools 
of the Worth Atlantic Division in practice work is 
21,600 minutes, which is the highest median of the five 
divisions, that of the South Atlantic States being 
10,773 minutes which is higher than the median for all 
the states. That of the Worth Central section if 8,100 
minutes and that of the South Central is 5,427 minutes, 
each of which is below the median of the medians, 
while the work of the western division represents the 
median amount required, or 8,991 minutes. The schools of 
the sections "bordering on each sea-coast spend a greater 
amount of time in teaching than those of the interior or 
central districts. T his is probably caused Toy a greater 
number of opportunities for placing the sfudents in teach- 
ing in the city systems. In the coast section, towns are 
situated more closely, and railroad and street car- 
facilities are better, which affords more opportunity for 
teaching in cities located nearby. Also the towns in which 
the normal schools are located, and the adjoining towns 
are, on the average, greater in population. Eighty-five 
per cent of schools studied of the Worth Atlantic section 
offer more than 8,100 minutes of work during the two years, 
55/£ of the South Atlantic schools offer more than the unit 
of teaching, while of the schools of the Worth Central 
Division only 26?i give more than this amount of work. 
Thirty-three per cent of the South Central section offer 
raore than a unit of work, while of the Western States 
more than 58;£ do this. 



-23- 



The next compilation gives the number of members 
in the training school faculty, the number of graduates 
the entire enrollment, the number of students having 
work in the training department, the scope of the work 
as to grades, the number of pupils in the training school 
in connection with the normal school if one is maintained, 
and the number of pupils in outside systems. If the 
catalog states that certain members of the faculty of 
the regular normal school did work in the practice 
school their number was counted with the faculty under the 
head of regular normal teachers. There may be in- 
consistencies in the number stated as faculty members from 
the fact that- some schools count the city teachers under 
whom the student teachers work as a part of the training 
school faculty, while others do not do this. It was 
impossible to decide whether or not the city teachers, 
when, listed, do a greater amount of work with the 
student teachers than those in the training schools where 
the grade teachers are not given as members of the faculty. 
The writer took the classification as made by the 
catalogs as the criterion by which to be guided. 

In estimating the number of students doing work 
in the training schools the number of students enrolled 
in the year or years of the curriculum in which this work 
was offered was counted as the number of student teachers. 



-24- 



If only seniors in the two-year curriculum did practice 
work, then the number of seniors was counted as the 
total. If "both junior and senior students did work 
in the training schools then the total number of these 
two classes was counted. A few schools state that some 
students were excused but there was no way of de- 
termining the number of such students. A student who is 
enrolled as a junior or senior may have dropped from 
school, and may have done very little teaching. The 
catalogs do not give a record of these facts. This may 
be another cause of rating the number of practice teachers 
too high in certain cases. However such errors by the 
law of chance are apt to prevail in one section as 
another, and the comparison of section with section is 
not invalidated. 

If the catalogue states that the entire system 
of schools of a town is used for a practice school, 
the total enrollment of the school is counted as the 
number of practice pupils, unless it is evident as in 
some cases, that all the pupils of the entire system of 
city schools are not in the practice classes. Yi/here the 
number in the practice classes could be counted the 
number is given. When no estimate of the number could be 
made, merely the number of training centers or the general 
facilities are given. 

The school at Emporia, Kansas, is on a war basis, 
and no practice work is given in the public schools, altho 
that is the customary plan. The school at Duluth, Minnesota 
has twenty young women teaching in the public schools 



-25- 



during the year with an average of forty pupils in a 
room. From this the number of students in the city schools 
in practice classes -was estimated as 800. 

The normal school at Winona, Minnesota has an av- 
erage of thirty-six student teachers in the public schools 
during the year withan average of thirty three pupils 
in a room. The total number of pupils in the city schools 
used as practice pupils was computed to be 1188. 



&26- 



H 

> 

co 

H 

cd 

EH 



CO 
-P 

« 

*d 

CD 

u 

CD 

<*H 
<H 
O 

u 

o 

cd 

{-* 

P 

<H 
O 

CD 
ft 

o 
o 

CO 

■p 



-P 

iH 
d 
O 

cd 

<H 

rH 

O 

o 

o 

CO 

M 

Ei 

•H 

£1 
•H 

Cd 
-P 

CD 
■P 

o 

CQ 

Sh 

CD 

.O 



o 

5 



,0 



CD 
P 



m 
ca 
cd 
H 
O 

U 

o 

•H 

s 

CO 

-p 

Ei 

•H 

CQ 
•P 

Ei 


<d 

-p 

ca 

o 
u 



•P 



-P 

fl 
0) 

fi 

H 
H 
O 

Ei 

CO 

H 

-P 
o 
-p 

CD 
-P 



o 
o 

■El 

o 

ID 

bO 

a 



ei ei 



CD 
■S 
EH 



-p 



CQ 



ft 

CD 
O 
•H 

P 
CD 

cd 
ft 

<H 

o 

& 

r5 



CD 

■sl 
p 



CQ 

Jh 

CD 

O 

cd 

CD 
-P 

I 
P 

£ 

CD 

•d 
d 
-p 

CO 

o 



to 

a 

H 

Ei 

H 
CS 

Jh 

>»-p 

-p 



bO 

d. 

•rH 
O 

*d 



Pi 

CD 

-p 



H 

d 

o 
cd 

=H 

o 



8L S 

bO-H 

as 



■d 

•■H 

^4 



d 

cd <h 
o o 
cd 

(4 
CD CD 

^ ,Q 
~S 

El 



H 
O •< 

o 

o 

CQ 



CQ 



rH 
O 
O 

O 

CQ 

bO 

e: 

•H 
Ei 
•H 

(8 
•p • 

CQ 
H h 
CD CD 

-d^ 

o o 

■ s s 

-p 



O 



CD 
CD 
P 

o 

Si 
CD 

CD -d tH 

& o 



CQ 
S-i 
CO 



CO » 
h CQ EJ 
bO bQ -H 
E! 

CQ 
O OH 
O -H >d 
-,£ ftd 

CQ ft CQ 



H 

El 

-H 

cd 
p 



■p 

Ei 

CO 



CD 
P 



O 

Jh 

CD 

3 

E5 
CD 



A! 
U 
o 



o 
o 

A 

o 

CQ 

•H 

■si 

u 
o 

■H 

El 

d 

ha 



H 1 ^ «m 
eg O O 

O CD 
EJ^> 



o 

E! 
O 

•H 
•P 



o o 

C8 -P CQ CQ 



Co 



CO 



•P H 



CQ 
CD 

A 

H O 

to c3 

CD O 

u +> 



tsD CQ 



•d 

CD 
P 

eg 
El 
•H 

o 
El 
CD 

-d 



H 
Pi 

tlOCH 

El 
•H 

El 
•H 

rJ 
U 
p 



o 
o 

o 

CQ 



CQ 
CD 
CQ 
CQ 

a a 

ElH 
o 

• * 
CQ 

-P 

CQ 

>s 

CQ 
CO 

•d 



-p 
o 

J> 

CD 

CD -3 

-P 

rH 

f3 



H -P 

CC5 El -H 
-p CD CQ 

o *d -P 
p ps d 

-P o 

fjfl X! « CQ 
E1^Q« El 



• « H 

bO CD 

ElrQ 

^5 3 

O " 

cU 

CD «. O 



•H 

O CO +3 Eh 

o oS K • 

CQ «H CQ r-\ CQ 



CQ 
H 
•H 

P. 



Sj 



O 

o 



:3 



CD Ai 
Eh O 



cd 
.-^ 

rH d 
Cu M 
-P 



O »rH " 

■PK CO 















W CO 


1 








<^ 




O -p 






S d 


<iH I CD 


02 


H 3 ' 
o -p-p 








■H El 


O U -H 


El 








El cd 


O P 


[S 


O H CQ 








CQ CD CQ 


CQ ^2 -H 


o 


H CQ.p CD 








H CD CQ CD 


1%° 


p 


oH m >- 






O O 


•H H-> Ei -H 




[Q'HfQ 






O O 


ft X ?-p 


ft-H bO-d 


S'^Ei 


El 


o 


O W 


d -rH O -H 


d cd e; 


^-* 


EJ ^Oi-rA 


•h &a 




H H 


ft CQ -P O 


ft Pi-H 


cd 


2 ^^ -d 


El CQ 












^ - S^ ^ -H 


02'rlH 












T* dO£fnC0 


H El O 












UO jx^DO OH . 


•H -H O 

ft o3 x! 












esfein ' 












4J 


d ^ o 




1 * 


o 


1 




So"* 


fMEHCQ 




1 1 


to 

LO 


1 




« c o 

to ^ 

1 






<o lO 


o 


w 




9 H H 


H 


-P 


o o> 


H 


«D 




to _, O 


02 0j 
-P Ej CQ 


01 


H 


*# 


H 




hh 


EJ fi H 




«) to 


00 


W 




gari 


CD O O 


m 


o o» 


LO 


«) 




« Cv2 O 


■d ^ o 
+> El O 


t 


H 


H 


H 




H H 


™«i 


to o> 


o 


CO 




5* o co 


02 -H CO 


EH 


o> c- 


H 


O 




9 H ^ 






«3 H 


s? 


<< 




tQ -^ r , 




« 


« 


f4 






rt 


" M 


M M 


M 






W M 


o 

CQ 


co e>- 


C3> 


o> 




o* CO CO 












CD ^ 


B 
























o o o 


CQ 












w 












M 


CQ 








______„, ^ — 




EH 


CO <£> 


LO 


I-l 




OT j> 


>> CQ 




OJ lO 


H 


H 




H H 


•P • rH 

H El O 


EH 












d -h o 


• 


co <o 


LO 


H 




01 O r- 


o cd «0^4 
n3 =h fn El o 

Fq O EH -H CQ 


sl 


W lO 


H 


H 




H H 


<^: 


I 










^^=^=i 


— 


•d 
El 








o 
o 

2 "H C2 






■d cS 
El H H 


ti 


H 




A 2 
° 2 H 






(jOHO 


53 


5§ 








O 05 O 


O 


1 




O s 

HCQ fi 






Hi Of) o 


£3 


o 




g o 






g 72 O CQ 




125 




S H - 






fH ^i 


CO 






U A ■ 






o o0 bO 


-p 


CO 




o g CD 
S fi p 






^ El CD El 


cd 


+3 




H 




•H -P -H 


-p 


cd 




„, iS cd 


o 




CD El c3 El 


CQ H 


+» H 




CD S 43 


o 




-p -H -P -H 


t O 


CQ O 




" p CQ 


o 




ct3 cd oq o3 

-P fH • ^ 


CQ u O 
P S^J 


1 O 




cd © i 

£ ■£ ^ 


CQ 




•p CQ EH El EH 


•P +> o 


ro o 




cq cd _j 






d 1 <o 


CD oJCQ 


£ CQ 




• +» © 






o >> t> 


CQ g 


oO 




CQ CQ . H 






•rl ^ Cd 


d ® 


El 




■H 1 6, 






■p d M 


•S J# 


•H 




y^ 






O P 


o 'd 


a 




El <U 02 






CD El ^ 


Cd-r» 


cd 




Cd rH CD 






El cd <^ 


CQ *H 


u 




>> cd r- 






en ^ 


co pq 


ft 




W CQ " 






O 


cd 








1 




o 


S 






■ 


•H 1 














ft > 














CC -"H 




o 










?Hfi 














Ml E! 




-P +3 










OHO 




!h 1 Ei 










CD K) ->H 

JO o a 




o -c-3 cd 












[S<!H 











I 
\ 



) f 



-27- 



o 



+3 O a> ,Q O 

<D O -P U 

lap^J b ci) •• 

H rj o a> <o 

•H N CO O $3 

p<-H • St* 

H -P O <tH 



(50 

02 C! 
02 cS +> £ o 

orjot* o 



Ph 9 n ^ o-pooehcq 



£ <H -P 
•H O J4 

02 :6 <U 

05 h a p., s 

H <B O c6 -H 
•H "CS O H "d +3 

Ph :3 ,£ H V 

^ !* O -H K <H 



p s CjJ 03 > 



I 
-P 

© 



• — t .J-i H Pi c 

O t> -P O O H 
OO.:: O GQ 



02 -P p! "Ci 

O H 

d H O 



c3 Q 



>>,£ . -ip, h QJ Jh rf 



H £l O *H H O Vl O 

H fj HI O O IB O ft 



n 3 o 

O U 02 



02 



02 o c6* 

H ?H 

03 02 H 
• -H Jh O 
O -H O 

O Pipd 






pi 

P<-P 



£02 -rig 
02-HSh-P fc 

H £ ^-H-P 
rj . H .r+P O 

02 p,c3£ "^ 
t> pi Jh02H£ 

H p4-PO*tf Oj 



C3» 



00 
CO 



-p 

o 

£ 



(12 



o 

l-i 



H 
O 

H 






■p 

o 

£ O 
lO 

03 



r O lO 
CO CO 

03 03 






CO 
CO 
H 



o 

H 



H 
O 
H 



03 
03 



CO 
K2 

03 



O 
£ 



m 
to 



05 
CO 

03 



tO LO 
CO CO 

C3 03 



O £> 

O 03 
tO C~ 















Pi 


















a 


02 




CO 




O 




d) 




CO 


,'irl 












— -*a 






-P 





CO 
H 



to 



LO 



LO 

LO 



02 



H 



^ 



to 



CO 

to 



03 



O 

o 
o 

GQ 



o 

02 
•P 

p3 

-P 

CQ 

I 

."4 
0) 

-p 

CQ 
02 
O 



£ o 

c6 o 



•H 

£ 



02 
-P 

o5 
+> 

I 

£ 
O 

£ 





£ 

•H 






H 

cq 
s 

o 

02 

. 
-p 

CO 

£ 

02 o 

+» O 

02 rj 
02 O 
^ 02 
I 

3 

^5 
^1 
o 







02 


H 




-P 


O 




Co 02 


O 




-P H +° 


^5 




GQ O cd 







O -P H 


GO 




^.^ GQ O 

02 O O 


rH 




02 GQ >i^ 


CD 




U V O 


54 




02 H 02 GQ 






O 




S 




^ U h> cu 
02 g 


02 02 




I 02 


fH +3 




•rH o5 




$H Pfl^4 


M + 1 


>i^ 


02 GQ 


<B 


c3 £ 


Ph « 


02 


H O 


g 0) 


Jh 


O -P 


©+> 


W C2 


1-3 


S3 42 


02 




O !4 


^M 


K 


g EH 


02 


0) 





s 



^ 



-28- 





f 


O 


•r-! 










! 
3 






















d 




1 






- 












! 














CO •- 


















*tf 


54 










! 














AH 


i 


fl 




fl H 










1 


Ph 


H 








! 

















-,H 


•H 


M 


•H O 










">-> si 


O 


O 


* 






? 

















-)-> 




fl 


O 










-H O 3 


& 


tH 


to ch 




S 














<M,fl 


t/i 


W 


-iH 


02 Si 










H'H m 






rM 


. 




S 














O O P 


!H 


?H 


rH O 










,£} 


CO 


O 


^> 







5 














CQ 


3 


O 


O 


•H CQ 










pi H m -p h 


Q) rH CO 




8 




S3 






O 




CQ 


OJ 


:- 


P 


2* _, 










ftOH 


fl 


rt 


£ 


O Kl 




1 







o> 




O 




H^ 






■fl in 


fl rH 


fl 








O H 


-P 


HH 




O CO 




! 




f> 


to 




-=* 




•rH C3 


CD 


CD 


ofl fl 


Pri 


CD 








O^ Pi 


■H <H 





fl fl 




! 




•H 


02 




C2 




Q, H 




-;-> 


•■H 3 


u 


r> 








fl O fl -P fl 


£ 6 <D 




1 
I 




w 












O 

m 


3 

-:"> 


CO O 
Cl-P 


fl 


•H 






o 


















-p 


























o 


O 












£- 


<o 





1 




cn 




•P > 








CO 


-p 


10 




to 


<o 












o> 


<o 


PS 


1 




7^-. 




O -rH 


fl 






CO 





co 






CO 














02 




1 




02 




fl M CD 







.. H 


CJ 


— 




rt- 


02 












^ 


02 


^f 


O 




Oi 




to 








^J< 


-P > 


to 




|> 


CO 












«s* 


O 


CX> 


o> 




o> 




LO 








to 


O -H fl 


IO 




•H 


02 








fl 






N 








rH 












to 


fl feO CD 






fe9- 


02 








!> 




-# 


«3 


CO 







Oi 




to 








to 


IO 


o> 




•P 


CO 








•H 




"4" 


*# 










a> 




lO 











to 


H 




O 


02 








&0 






to 








H 












rH 


02 






fl 


J> 








-p 




ID 


O 


to 


02 




H 




■P > 








«> 


to 


o> 






o> 













IO 


IO 


vQ 


to 




m 




O -H 


;n 






*# 


CO 









*tf 








fl 




to 


O 

- H 


"# 


<=J" 




to 




fl MCD 








c- 


CO 




06 










CO 




CO 


CO 




CO 




CO 




CO 






1 


CO 


— fl 


c- 










































i> 

•rH 

— «e 






















H 




to 


















+5 


fl 






OJ 


H 

02 








CO 
H 




03 


<o 





CO 




to 




IO 








CO 




H 


lO 




CJ> 


02 








CO 
H 




02 


<o 


CT> 


•H 

■p 






to 




to 








CO 


O 

H 


IO 


















H 


H 

O 








CO 

+3 














d 


CO 














H 




rtf 


O 




r^ 




c3 














1 


-p 

(33 
CQ 




-d 
fl -i 








O 
O 




1 


O 




O 




-p 

CQ 












H 






ce 


O 








,fl 







CQ 


CO 


Ph H 





















S rH 






O -X3 rH 








O 




S 




-P 


O 




r3 




CD 








■fl 


<D 
•H 

bD 

rH 




H.fl fl O 
fio d 
^m r-t si 








to 




CO 

-p 


H C6 
c3 -P 

S Ci3 CQ 


i>5 O 




c6 
H 




-P 

p 









CQ 


O 

CD O 

•r< .fl 

bDo 




jn 


c3 O 








Qj 




s3 


U -H 




ftCQ 




CQ 




CQ 








H 







Mfl&Q 








cj 




•P 


.2 3 


HrH 


Ps 




M rH 




rH 








i 


rH CQ 


ita-South Gee 
ial School 




£5 fl £ 

.^ bD 













CQ 


03 O-Hri 
f-l O rH C3 




O 
CD O 




-P O 

fl O 













<D 


fl hi a 








fz. 




£ 


S3 rH +3 rfl 


CQ a 




-d^l 




osi 











c5 cd 




cij 


•rH -H 

cj O S 








Q> 




O H 
•H O 


fl >> 

cfi to 


CO CQ 


i U 






Si CQ 




Si CQ 








CO rH 




•p 


tl -|J -H 








4» 




M O 


-H fl O 


OS 




pc; 




CO 








CO 


-i -P 




CQ EH Oj Cfi 








03 




ct3 ,fl "d C 


« H 


O 




1 H 




t> rH 








+3 


H CQ 




1 


-P <H 








+» 


c3 


rH O 


S3 <u 




PJ O 


-d 


Q> g 




1 c3 








Cu 


•H fl 

r> Tj 

CO fl 




•P 


00 Eh 
t 








1 


•H O tQ H ft 
£ « • 


-P 


r-' 

a 


fl rH 




fl s 
fi 








•P 

CQ 




O 


O 








O 


% 


fl 


03 tH 

fl 

r8 


cn 


!4 -P 


H 


CD O 




-p 








1 


fcOrH 




^ Pi 


H 

n3 








to 


r» 

H 


O 
•H 


M S 


CO CQ 
Pi 


0) 

H 


•dS 

•H 


-P 


(Dfz; 
rH 








CQ 

c3 fl 


'd 
CD -d 


s 

ni 




O 


tH 








<o 


>>£h 


•rH 


^ 


P^ 




!> 


fl 


-p 








•H CD 

bBsi 


H fl 

rH Ci 




>H O 
rH 


=H 








a 


05 


ni 


-d 





•H 


m 


O 


O 


CO 








c3 
> 




fl 








CD 


fl rH 


fl 





H 


•d 


rH 


• 


cfi 








fH -P 


•H 




£fP 

CD 

S3 


pq 








O 


Co 

ft 


1-1 


r^ 


00 





ft 


fH O 

CO 

> 








<! 

CO 

cis 





















































































rf -H 












































-r 1 if 












































d « fl 












































-p c3 












































CQ <! H 


■ 





-29- 



t 






rHf? 












03 






01 




1 


S 












t 






•H P 












r-l 






H 


















1 






ft 


I- 1 












o 






o 


















1 






Pi 


3 












o 






O -P 
















1 






ft o 












rf 






rj 


£ 
















t 








o 


O 








<H 


o 


03 <*- 


f) 


o 
















t 






o 




• to 








o 


m 


a 


o 


ED 


s=! 
















1 






to 





0) <-it-i 


>> 


02 






0) 






rf 
















1 


s 


£ 


H 


SH 


(rt 


fnH 


03 


o 


rJ 


03 


O 


•H 
















t 


0) 





trt 


o 


o « 


fH p 


O 


H 


•H P H 


•H 


(rt 
















1 


> 


t> 


■ft 


0} 


o o 





r. 


o 


•H 


rH«* 


•H 


rHft 














to 


1 


•H 


•H 


O 




^J o 


> - 


ftrQ 




ft.a 




• 








o 




CO 


1 


bO 


bQ 


o 


H 


O O 





o 


o 


3 


n 


«H 


3 


3 «H 










lO 




«tf 


1 
1 


jj> 




o> 


•H 


02 H 


m 


o 


02 


ft 


ft 


o 


ft 


ft 


o 










to 




H 




O 


o 








































to 


fl 


a 


1 




t 








i 






t 






co 


o 




c- 


o 


02 


o> 






• 




1 








I 






i 






lO 


o 




CO 


lO 


CO 


H 


rH 




1 




I 








I 






I 








to 




N 


02 


H 


to 


~ — ■ tO 


" ■> 


tO 


cb 




^ 








iH 






to 






to 


p 


t^ 


CJ> 


CO 


02 


^ 


O 


•H 


o> 


to 




02 








to 






to 






to 


O-H rt 


H 


CO 


CO 


Oi 


N 


bO 


to 






H 














H 








rt 


bO 


02 


H 


H 


» 


O 


P 


o» 


o> 




OJ 








H 






to 






to 


to 




to 


lO 


H 


-*' 


H 


o 


l> 


"* 




to 








to 






to 






to 


o 




o> 


•«# 


G> 


<=J> 


H 


S 


H 




















H 








H 






H 




to 


to 


H 


O 


lO 




*# 








00 






CO 






£>- 


o 




w 


to 


H 


-\ 


o> 


t> 


CO 


£> 




to 








CO 






H 






lO 


to 




f- 


to 


o> 


OI 


02 


to 


a 


oi 




9 








02 






to 






H 


02 




rt 


o> 


rH 


9 


tf 


« 


M 


M 


j> 


rt 
(!) 


t- 


I> 




CO 








s 






S3 








t> 


to 




to 


00 


CO 


CO 









f> 
















t> 




!> 
































•cH 
















•H 




•H 
































bU 
















bO 




bO 










to 


to 




















+> 
















HJ 




P 
































o 




"* 








"■# 




O 




o 










to 














sP 








S4 
















C 




S 


























to 






^f 




H 








t-i 




to 




-l 
H 




to 






o> 


lO 
rH 




o> 

rH 




r- 




to 






to 






t* 




03 
H 








H 




to 




rH 




to 






o> 


O 
H 




0> 

rH 




c- 




CO 

to 










lO 












CO 










=CJ 


0) 

bO 




H 












H 

O 

o 








03 
•H 

n 




03 
•H 












■ 






eg 


bO 


H 


(U 

-i 








ti 










-p 






•H 




O 

d 


03 
•rH 
















« 


03 


g 


H 




fH 




a 








CO 


fH 


H 




H 




•H H 


OH 


(Q 


H 










H rH 


y 


o 




O 




fH 










03 


c 




H 




H O 


C 


a 


■H 


o 












H 


H 


fH O 




S 




o 








H 


rQ 


o 




M 


>1 


rH O 


•H 


o 


n 


o 




p 


-££ 




o 


O 


o 










^ 




© 1- 


c3 


■H 


ri 






+> 


M rf 


H X3 


S 


rf 




^^ 


crt o 




fHO 


i-i 


H 




(1) 








p 


o 


c 


i-q 


o 




fl 


•rH 


o 


H 


r^ 


•H 


o 




-> 


-p o 




eg 


bO 




rj 




P 




<D 




c3 


o 


fi 




co 




fH 


CD 


C CO Hi CO 


H 


00 




COrH 


00 .3 




o 


ft 


•H 




cj 




P 




p^3 


o 


p 






0) 


fH 


fH 






H 






H 


■3 co 






a 


o 


In 




HJ 




eg 




co 


o 


f2f 


03 


rH 




r*M 


0) 


OJ H 


S r- 


H 


H 




(rt o 




+> 


•H 


!h 


•P 




CO 


tH 


PH 






00 




03 


fi3 




P 


t> 


P r3 


u 


rrl 




^rt 




i?o 


a 




03 


<^ 


£ 


B2 




1 


O 


DO O 




■d 




0) 


^5 






n 


-rf 


03 Ej 


0) 


p 


ri 


pi 




o 


crt i-i 




C3 -H 


•P 


EJ 




bO o 


1 O 




!h H 


P 


1 


rH' 




o 


c 


03 fH 


r{ 


fH 


?H 


ri 




M m 


H crt 


cd 


3 


aj tf 


fl «d 




!h 


^J 


bfl.cj 




O 


1 


c3 


>s 


o 




CO £3 


H o 


•p 


O 


<» 


o 




1 fH 


>> Pi 


u 


9 


fH S-H 


R 




PJ 


o 


fH O 


cti 


t) 


+> 


P 


is; 




1 




« r^ 


fH S3 


p 


S3 




02 <" 


?H fH 


•H 


(13 


EH H 


s* 


H 




Q 


CO 


^ CO 


•H 


fl 


rH 


co 


fH 






03 


H 


S 


O 




03 






H -^3 


cj o 


H 


H 


H 


1 






03 




^> 


sd 


o 


O 


i 


0) 


03 




H 


trt 


O 0) 


;-- 


a> 


0.) 


01 




H 2 


ss 


O 


H 


03 O 


H 






_£! 




fl 


•HO 


S 


4» 


,a 


P 




rt 


g 


HJ P 


i 


^j 


ss 


p 




ti $, 


1 


14 


•H 


^ H«- 






O 




o 


b£ 


1 




fj 


•rH 


ci 




Tl 


03 c3 


rQ 


(rt 


« 


crt 




ft <u 


•ci rt 


crt f> 


<" Cfi 


■H 




crt 


■H 




0] 


U 


03 




O 


i-q 


p 


03 


^1 


o 


03 P 


H 


p 


p 


p 




Eh 


rt O 


o 


n a o^i 




■<H 


fH 




•H 


•H 


fl 




a 




CO 


-H 


ote; 


rH CO 


crt 


CO 


p 1 , 


ro 




fH 


crt ta 




03 


O 


',' 




S -c 




fH 


t> 







fH 


P 




O 


rQ 




fH 


>. J 




o 






crt 


H ^ 


^ 


(0 


cp rf 


o 




•H 


(!) 




fH 




Ci 




•H 


03 




si 


Ti 




cd 






f) 






■d 


>> o 


p 


fH 


<D p 


o 




bi ^ 




cS 


P P 




rt 







•rH 


m 




rj 


a> 




rfl 




rrt 





fH EH 


fH O EH 3 PCJ 




!4 Ph 




w 


03 <! 




ft 


S3 




HO 




O 


O 




v- 




IS 


CJ 


crt 


O 




O 






■H 








03 












H 
















o 




S 


ft 




co 






o 








JS: 












M 
















H 





■rt 

fn rt ra 
o u 
S3 P 



a p 
> > 

•H -H 



I 
« h ca ch 
hshp o 

•H^ O-H 

ft O 63 

3 o,p m oiH 
ft£on©o 

-p C2-H-H O CQ 

O ftP,p>> 

0> PH^'H O0j 

•h cjft o can; 



•H 



qD ejO 



0) 

!> W 

•H lO 



-30- 



M 

o cdCQ ^J EsOfiS 
H ♦«HH-P 

m 3 h-p o o3 o 
H h o 3 oftX 

•H O-P^ CtfCO 

OdBoPCB «H 

00 ft O CQCQ-HcSSH 



0} 

'HHfJ 
O 0$ o 

H H 
ca 3H o 

HJHOft 
•H o M 

3 PO03© 
ft O (Ct! «s 



•p -p 
o o 

P P 


co 


1 
1 
1 




-P 
O 
P 


-P 
O 

p 


co 

CO 

to 


Hc- 
OcO 
OJcO 


o 

to 


O 

O 

OJ 


CO 
H 




O 

O 






lO 

co 


i 

•P !> 

oh p 


00 


a> 

•H 

60 


CO 

to 
o> 


oo 

cOH 
lO 


to 

CO 
OJ 




-P 
O 

P 


1 

> 
HP 

fciOO 


2> 
CO 

<* 




given 
given 


CO 
H 


co 
co 




c- 

co 


-p 
o 

c 


to 

CO 

o> 


0J-=tf 
HCO 
HOI 


CO 

CO 

oj 


p 

•H 


H 
H 




OJ 
lO 




-p -p 
o o 


O 

CO 
N 


1 

-p > 

O-H p 


lO 

« 

H 

CM 


o> 

H 

o> 


CO 

■c* 

co 
w 


OJCO 

COCO 

COO 

H 


CO 

o 
co 


-p 
o 

p 


00 

e- 

H 




H 

OJ 

o 

OJ 






ft* 


Pi 




« 








« 




« 










W 






fi 


M 


W 


W 


w 












03 CO 


co 


CO 




t> 


CO 


CO 


COCO 


CO 




CO 




CO 




CO 


CO 


03 




tjfl 
•P 






CO 


co 


p 
> 


CO 








*# CO 


CO 


' 






•* 


■d< 






&0 






"q« 




o> io 


o 

OJ 


H 




to 

H 


co 

H 


H 


LOO 

H 


H 


p 

CO 


CO 




i— t 




o> lO 


o 

OJ 


H 




CO 
H 


o> 


H 


lOO 
H 


H 


CO 


CO 




H 

H 














D- 



















H 


H 






H 

o 






-p 


c3 


53 


n 




HO 


H 




Q 


• g 


« 


oi 




o^ 


I o 


-P 


•H 


+> s 


fH 


CQ 


a> co 


o o 


O 


O 


u 


ffi o 


o 


fl 


<U -p -P 


rfCQ 


rl 


•H 


■p 


•p i^ 


^ 


o3H 


+> oS oj 


o 


O 


S4H 


CQH 


CQ 




M o 


o3 -P +> 


CQH 


CQ 


^J o 


•H O 





(U 


o 


■P CQ CQ 


OS 




CQ O 


ft o 


03 H-P 


-p 


CQrJ 


CQ 


gi 


H 


•H^J 


£ 


p: ocj 


c3 


>iO 


£ a 


oj 


fto 


^o 


Kj O-P 


-p 


cicQ 


£ U oj <u 


^ 


B 


00 


-PCQ 


•h ^!co 


CQ 


W 


i4H OH uQM 


-p 


U 


13 O 




H 


QJ o^J O-H «> 


O 


o 


CQH 


piH 


fl CQfiS 


EQ 


-P c3 


-P O-P 0,£j H 


523 0> 


^ 


U o3 


O Co 


H P 


cS 


fn B 


CQ^ ^Ori 


-p 




ft H 


ft a 


t H«JiH 


tan 


ofi 


O O O-H O 


<u k3 


Q> 


CU cC-H o 


a o 


ft O 


^DQjSiCQ^O 


•p-p 


-P 


1 o 


xi o 


-P STJO 


c3 o 


«£i 


« i Tr 


pica 


o3 


©jSj 


rfS 


s fic^ 


M^ 


CD 


OH«>H-HrH 


-i^ i 


•P 


H 


CJ 


rcl oh o 


1 o 


>>© 


O CJ-^ Kj-P C3 


CQ-O 


CQ 


HO 


•H © 


W^i ICQ 


aSCQ 


cS-P 


i t^ s-p sag 


oJ I o3 


1 


•H-p 


«H-P 


<y 


•H 


W c3 


S oj fi ofioi fi 


-Prf « 


oj 


•H >c3 


ta)c6 


rt OJ -H 


H 


•p 


cc? £ o £ oh o 


o*>& 


C 


14 CQ-P 


P-P 


fl H O 


02 O 


+3CQ 


McdH OlSJ-H^ 


&3U 


O 


3.MCQ 


•HCQ 


Cfl H fi 


c« Fk 


h 


•HH J4 CQ 


<0r-i O 


a 


O f-i 


H 


•H <P 3 


CQ g 


o 


^i oj o3 ft 


fl 3 o 


•H 


IQ-H 


ft 


■gEH g 


C^ 


ft 


oW ^ !m 


Siftjsi 


^ 


c°M 


CQ 


A 


o3 




•H 


•H 




-H 




M 


M 




H 


^ 




H 





-p 

O 
•H 
H 
-P 

CQH 
-H O 

■d"§ 

PCQ 

o 

OH 

cd 
CQ g 

1 ^ 
bflo 
Hfz; 

S5 

^3 03 
CQ-P 

a o3 

HCQ 
H 

c3 



-31- 











i i 


1 


§ 


- -\ 

CO 


fl 






d 








i 


i 

s 






1 

I 1 


' 




1 








H 






i i 


1 


CDrH 




o 






o 


fl 






,o 


to 1 






t 1 






a 








cd 




HH 


i i 


1 


rH 


a 




o 






--; 


CD 






3 rH t 




fl 


1 1 






3 


m 




<+h 


9 




o 


t i 


1 <H O 


o 




A 




«H 


o 


CD 




ch p. 


O 1 




•H 


CD 1 1 






o 


r-' 




o 






CD 1 1 


1 o 




r ^ 


CD 


o 




O 


CO T 




o 




O 1 






CD I I 






o 


O 






U 


to 


cu 


H 1 1 


1 


bU 


o 


CO 


CQ 








r-i 






£ 


^ 1 




to 


3! ! 








O 




o 




H 


H rH 1 1 


t CQ 


flC/J 


u 






CQ 


o 







to 


o 


O 1 




H 






s o :>> 


ri 


rH 


H 


0) 


o s 


O iH 1 1 


1 H 


•H 




r^H 




H 


•H ,Q 




H 


CQ CQ 1 




O 


cd « « 






CD £ H 


c> 


CD 


•rH 


id 


O 0) 


o 


i> I 1 


1 -H 


H 


>l-p 


CTi 




•H 


rH 


-t; 




•H 


-r-t 


1 




o 


•S ! t 






!> E-h -P 


rn 


> 


&%& !> 


ri 


b ! * 


1 p H £ +3 




fH 




P< .a 






fttj 


o • 




ri 


H • t 






•H 




•rH 


3ri 


O -H 


o 


cd i i 


» 3 


O 


•H Ch 


3 




d 


^J ^M 




JS 


crt 


•H 1 




r> 


•H 1 1 






bO 2 




bO 


Ph 


-p 


to bO 


ra 


^ i i 


• ft mo 


o 


rH 




Ph 


Pi 


o 




Ph 


lr=4 


H l 




CQ 


S • • 






CD 






•p 
o 


•H fl O 

bOcu c! 


t 
1 

• 


5» j> 

88 


05 E- 

88 












2 








i 
I 


O 

8 




§ 


tD o 






4» -P }> 
O O -H 




43 
O 








-*o~ 


— cr^p— 


rH ui 












t£f 








•p 


!> 


cM 




o> 


00 o 






CO O 




W 








E- 


•^ 03 


s**- 












a> 








O -H 


£ co 




r- 


w co 






CM O 




c- 








to 


H 

tO -tf 


CD 












H 








S 


bD cd 




C"- 


H N 






H H 






S 


•rH 

bOr> 












C- 








CO 




m 




^s« 


CO rH 






tO H 




CM 




s 


c- 


CO CO 


tO 












o» 








to 




'tf 




!> 


CM CM 






W ^ 




£> 


d) 




CD 




H 


P 




















H 








W 


H H 






rH 






f> 




1> 






O 










































•rH 




-1-4 






E 










































bO 




bu 


CO 


o> O 


m ^ 












tn 








o» 




^ 




-^ 


H 0> 






o to 




02 


4 s 




■P 


Hi 


m oo 


tO to 












o 








to 




H 




o 


to t> 






»# m 




CO 


o 




o 


CO 


■>* rH 


tO tO 












CO 








m 




O 




a> 


to to 






to ^ 




m 


£ 




£ 




rH 


H H 












H 
















H 














— PT 










-Pf 


































Ph 


W 




6 


CO 


co to 


CO vo 


— 










M 








W 








M 


WW 






to 










t> 








CO 




CO 




CO 


CO CO 






53 £> 




to 






> 

•H 






s 




































!> 

•H 






*# 




bO 




to 


r» 




































bO 
















bO 














































+> 
o 




































to 






43 

O 


















































?- 


c- 




in 

H 


-H 
H 


E-E- 


S 

H Ev 

H 












m 
to 








m 




O 
H 




to 

H 


0> H 

CM 






tO CM 




m 


r> 




H 


H 
H 




H E- 
H 












to 
to 








in 




j*. 




to 

H 


o> O 

rH 


— 




CO ri 




m 










E- 














CM 












to 






t^ 


















— H — 

o 


CD 






























— rH— 

O 
















H 




o 


feu 
























H 






o 












rH 




o 


H 


A 


CD 












-Ci 












o 






ri 






H H 






d 




o 
o 


O 
O 
ri 


o 

CQ 
H 


H 

H rH 
O cd 












c3 








H 
O 
O 




o 
o 




CD 


o 

CQ 






o o 
o o 

fii si 






O 

53 




CQ 


o 


O H 

O CO 


° P 












H 








^i 




CQ 




-P 


H rH 






o o 




rH 






LQ 


H 












cd 


rH 






o 








crt 


g S 






CQ CQ 




O 






H 




3£ 


CD O 












g 


O 






CQ 




H 




-P 










O 


cd 




cd 


H 


-P S 












U 


O 














ro 


fi fi. 






r-4 




ri 


-p 




& 


cd 


CQ O 


cS 












o 


tf 






H 




s~ 






O O 


M 




3s 







Cd 




H 


H 


53 


+> CD 












r3 


o 






crt 




u 




CD 


•si Jz; 


CD 




p! 




CQ 


•p 




o 


rH 


CQ -1-3 














CQ 










o 




CD 




+' 




S CD 






to 




53 


o 


eg «> 


c3 


CD 










fl 








^ 




& 




,M 


O CD 


[fl 




O 43 




■51 








53 


s-p 


rH -P 


WJ 










U rH 






o 








3 rH-P 43 


-~i 




t<n cd 




>» 




CD 




5h cd 


CO CQ 


CD 










CD 


trt 






^ 




CD 




f 


o cd cd 






+> 






CD 




-P 


CD 


O -P 


5 ' 


-H 










^ 


•H 










43 




O 43 43 


CD 




CD CQ 




s 




cd 


+* 


53 CQ 


S £ H 










-P 


f-t 






CD 




Ct5 




H Jd CQ CQ 43 




4> 1 







fn 




P 


CO 


1 


O CD 


O 










u 


+J 






P 




-P 




•H 


O 1 1 


•H 




cd CD 




& 


8 


H 


CQ 


-P 


CD >, 


-25 CD 


"5 










o 


00 






cd 




CQ 




t=i 


CQ CD M 






43 H 






CD 


o 


CO CQ 


-P 43 


54 










ails 


a 




cd -P 




1 




'l' 


H CD 






CQ H 




CO 


w 


o 


So 1 


1 


Cd -H 


+3 O 










-p 


1 


xi 




-PCQ 




fii 




CD 


H rH -P- 






1 -H 




43 


• . 


i-l 


CD 


+^o 


a 










o 


fl 


a 




O 


t 




to 




CD 


cd iH cd 


H 




CD ^ 




cd 


>> 


o 


<» ^ r- 


CQ 


a> bo 










-M 


CD 


M 




^ 


a 




•iH 


a 


3 


S !>^ 


o 




O 5 




43 


Cd © CQ 


Pi cd 


H 


1 t^, 


M £ 










o J . 


CD 






o 




=H ^-1 


H © 


G 




P! o 




CQ 


A) £ 




• n 


•rH 


43 CD 


1 -H 










•:.. 


T3 






PI 


to 




5-i 


m 


1 


O -P CD 


ri 


rrt 


CD CO 




1 


CO U 




3 


!> 


O H 


+" <d 












r4 








•H 




a 


S 


S -P -c- 1 


o 




H W 




>> 


cd ci3 




S-i <r! 


b 


SrH 


rH >3 










rf 


CD 






^ 


XS 




CD 


O rH 


cd •<-) 

rH ri 

Phs5 


',1 


ro 


O O 




O 


^1 CD 




CD +> 


cd 


•H cd O 










-P^i 






+3 


cri 




ft O 


•H 




^3 


H cd 




H 


%^ 




P, H 

o 


^ 




«R 










3 

o 


<^ 






gS" 




CQ 


CQ 
H 


i — i 

f2i 




cd 
H 


Ph h) 




EH 


53 




53 




o 












CQ 








CQ 








"-S 








•3 

43 

O 

CQ 


I 
43 

© cd 

O rH 










































J 
1 

9 


















1 


1 




a 
















£ 












fl 












J-1 


£ 




£ 



























0) 












CD 












Q> 


CD 




cd 










?» 
















!> 












!> 












5> 


> 




t> 










•H 
















•H 












•h 












•r4 


•H 




■r4 










<ao — 




lO 






to 






bQ 
-P 




-1 

o 




O 




4^> 




D- 


VD 






ISU 
43 






+3 




Ol 


to 




o 




£- 






o> 






o 




CM 




CM 




o 




H 


to 









O 




O 




to 


«> 




£ 




cm 






^ 






£ 




H 




H 




S 




CM 


CM 






il 


_fe 




S 




r->. 


CM 


































<D 










8 










^ 




O 








iH 


CO 








H 




rH 




<o 


U3 




to 


















CO 




«o 








o 


to 








to 




O 




«> 


co 














!> 






















H 














H 














£ 






bO 






a 








































tO 






















*tf 




o 




fl 




H 


CO 






c 


H 




H 




o> 


to 




to 




•H 

-*r>0 






■P 
o 






> 

•H 

-b8 




CO 




<o 




CD 

5» 




O 
H 


CO 






ca 

> 


lO 




O 




^ 


CO 
































fiO 












M 
















CM 










2> 










0? 












CM 


«> 








O 




«* 




H 







CM 




-P 






00 






-P 




to 




+3 |> 




43 




to 


CM 






+3 


O) 




o> 




t» 


to 




LO 




o 






<« 






o 




00 




O -H 


fl 


O 




CO 


O 






O 


to 




^O 




^ 


*# 








£ 






H 






a 








a tsG 0) 


s 






H 






:^ 


















« 












































M 










M 




., r« 




CO 






C- 














CO 




CO 






yj 






«3 


<o 




«3 




CO 


CO 




a> 
















£ 




£ 












a 
























> 


































CD 
























•H 










to 






!> 
















M-l 








to 


CO 




to 






























to 












M 
























-P 
























































o 
















■p 




-p 












P 
























£ 
















o 




o 












O 
























»> 




o 






CO 
H 






H 




5-i 




LO 




lO 




tt — 

lO 


<Q 






r> 


CM 
H 




iH 




to 


H 
rH 


















































H 










tO 




O 






CO 






H 




o 




lO 




LO 




lO 


«3 






r- 


C^ 




H 




to 


H 








H 






H 




































H 






H 




^ 


ii >* 








































lO 










>> 
























QJ 
































,s«j 












0) 












-P 






© 










H 
















a 












p 












cd 



























<H 






3 













a 












-P 






CD CQ 






CD 




s 


CQ 









O 






n 


H 




P 






•p 












CQ 






CD CQ 






P 




fH 


cd 


of 1 




cd 








o 




Cd 






CQ 








0) 










CQ <U 






cd 




O 


H 







fl 


H 






a» 


o 




P 














43 




a 






CQ g 






43 




J3? 


QJ 


H 







O 






M 


rf 




CO 






•H 




0) 




cd 




fn 






H 




CQ 






'H 


H 




N H 


O 








o 










P- 


(U 


-p 




p 




CD 






S O <u 

SOH 


O 








S 




O 




•H O 


rf 




a; 


a u. 




C.j 


H 




P, 


bu 


cd 




CQ 




-P 






O 




CQ 




O 


43 c 




?4 O 


O 




■P H 


u 






J ! 


o 




•H 


CD 


+3 








CQ 






•"rf 


rf 




cd H 43 CD 


CQ 






<; rf cq 




cd o 





H 




rJ 


o 




m H 


co 




c 




CD 






Ho® 


O 




8 





CQ 4-> 


CD 


rH 











+> o 


+» 


cd 




•H 


rf 




CQ 


H 




H 


!4 




^ 






CQ H 
-P tJ 


CQ 







S -f 


fe- 


cd 




£ 00 


H 




cq ,£ 


CQ 


S 




CQ 


o 




•H 


O 


£ 


o 


<y h 


rf 


H 








EH A 


O +3 




$3 




u 


| 




o 







•H CQ 




CQ O 


S3 


o +> 


o 


-P 


O 




<« r-ns 


H 






C3 


W -H 


rf 


s 




*> H 




CQ CQ 


ss 


o 




£ 






CQ 




rf 


CQ 


o 


^5 


o 




cj cd -H 


ri 




C 


CQ 


jj 


+3 







rf gj 


fH 




cd 


t 


£? 




O 


H 




■H 


H 


4J 


o 


cd 


rf 


O 


rf 




^ a^ 


n 




Sh 




a «n 


-i 






43 a 


O 




8 d 


« 






l-l 


cd 




;i 


cd 


CO CO 


(0 


o 


CQ 


o 




i n't 







H 


cd £ 









^ Fh 


52? cd 




£ cd 


ai 


(1) 




1 


§ 




• 


3 


cd 




rf 


to 


1 


00 




>> o o 







rf 


Cd CQ M CQ 


0; 




O O 


£ 




cd £ 


+» 




01 




SOfc 


co 


H + 




xi 






H J S !H 


t— 7. 




4» 


cj 


1 


3 


4J 




52! Is? 







>4 


cd 




u> 


o 




54 


o 


rf 


ai 


^ 


H 


U 


H 




•H O 






f4 


J^' 


CD 


CQ 


cd 




1 


t-2 




^ o 


t5 


-p 




rf 


5?? 


•H 


£!z? 


■P 


el 


5 


cd 


o 


c 




O 0),D 


CD 




O 


O 


H 


O 


43 




+H 




< fs? 




w 


! 


o 




PlrQ 




Fh 


tt 


00 


g 


%-f 


n 


0) 


+» CQ 


43 




5^^ H 


O CQ 




«H 


Sh 




i 


bD 




cd 


o 




Pi 


co 




o 


O 


J 


% 


<D 


C cd a) 


cd 




1 




•H 


U 






cd 


EH < 




5 >» >>£ 




Ih 


■p 




•H 





cd. 


&£ 


4J 


o 


o 


02 


O 43 CD 


43 




fl 




f> 


cd 






43 


1 




Ci3 ct5 ^ 


•H 




cd 


•H 




03 


•H 


K 


i 




C 


5?H 


rf£ 


CQ 


cq m u 


CQ 









CQ 


S 




cd 


CQ 







59 5 2 


rH 




H 


rf 




CQ 


45 


o 


Cfl 




cd 




■P 




0) 


C <+4 

rf 5h 






+3 




+3 




£ 


bO 


p. 




£ £ 3 


is 




OJ 


o 




■H -P 


rf 


s> 




!h 




cd 




fl 




CQ 


tcj 




£ 


<-; 







cd 


§ 




ctS o +> 


o 




H 


ai 




cq 


cJ 


cd h 




3 




CD 




s 


d 




cd 


CD 




3 


nj 




N 


H 







^o dPQ 




El 


fe 




CfJ 


t^-i 


H<tJ 




R 




^ 




CDH. 




Xfl 




w 


00 




■ri 


Ph 


EH 




?H 






O 






H 




M 




















CD 












U 












Hi 






>=3f 




O 














H 






» 












< 









I 

43 

CQ cj 
« S4 

fe 



-33- 



ct5 
U 

3H 
U O 

o 

O CQ 



<D O <D 

-d h 

cd m a> 

Jh H bO 

boo £ 

o<! 

£ O O 

Eh co^ 





>CJ 




«H fl 




OOCi 




O H 




oj m v 


« 


o o o 


CD 


o £ 


t> 


^i C6-C5 


H 


ohC 


bO 


CQ Ft, nj 





O 




O 1 CO 




rf • 3H 




ohJho 




CQ -rH O 




O 2-3 




O £ O 




•HtHH CO 




H O • 


to 


•£> flH 


H 


3 co o c3 


H 


(ItHHfH 





H 

H 


O 

o 


o 

lO 

to 


-P 

o 

3 


bO <W 


-P 
o 

53 




O fl 

to oS 

C- CQ 


tO 


CM 

CO 


O 

to 

CM 


CM 
i-l 


1 
1 
1 


to o» 
lO <o 
CM H 






© 

•H 

bO 






o 
S3 


bO 0) 


-p 
o 

£5 


!> 
■<-i 

bfl 


0) 




> 

•rH 

bO 


•H 

bn 


0» 
CM 


to 

H 


O 

<o 


<o 1 

CM -P S> 
O H $3 

£q bfi CD 






-P 
o 


a 

CD 
!> 
•rH 

bfl 


CD 

> 

•rH 

bO 


H 

CM 






O 
H 




•H 

bO 




-P 
o 


-p 
o 

Is. 


CM 


O 
CO 


o 

VO 


co to 

CM 






o 

tO 
CM 


-P 

o 


+3 

o 


-P ?> 

o -h r! 

js; bO cu 


-P > -P 
O -rH £ O 

S bO O j2? 




<0 

to 

H 


CO 

CM 
HO 


Oi 
H 
lO 


o 
to 


to 
to 

lO 


to tO 
tO H 
O CM 
H 










« 


« 


W 














PJ 






« 
















W 










M 




M 
















CO 


fl__ 


co 


<0 






<o 




CO 




to 


CO 


<o 


«3 


co 


CO CD 








CD 

l> 

•H 

bQ 




to 






CM 




• 




to 




CM 


to 












-P 
o 




















"^ 








<tf ^ 






t3 

!> 

.... -H 


CO 


o 

H 


c- 

H 






o> 




CM 






£> 


t» 


to 


rH 


<o co 






bO 
P 


^ 


o 








Oi 




CM 




-H 
H 


t> 


t> 


to 

H 




yj co 






13 


*# 




























- - -_ 





ti 
















-p 










0) 


54 










H 






cd 








H 


bO 


S 










o 


a> 




-p 








O 


(D 


o 










o 


-p 




CQ 




CO 




o 


H 


S 








CD 


CQ ^J 


d 








bO CD 




rf <u 


H 






CD 




■P 


<o o 


•p 




rt 




<0 C -P h 




O -P H 


O 


CO 




-P 




d 


H CQ 


CQ 




■H 




-p H d o 




co rt o 


o 


■p 




cd 




-PH 


<U 




H 


fi H 




c3 H P O 




•P o 




C3 




•PHtQ O 


bO H 


O 


« 


^1 o 




-P O CQ ,£j 




HCQ 44 


H 


■P 




CQ 


o 


O 


C nj 


bO 


O 


o o 




CQ O O 




cS o 


Cil 


CO 






o 


Kj r3 


<: s 


<D 


r s 


<H ^J 




O CQ 




S SCO 

H O 


n 






cd^ 


•H O 


fi 


•H 


o 


•H O 




O CQ *& 




-p 




•H 


o 


G CQ 


CO o 


O u. 


H CQ 




•CJ ^1 C$ H 




O -P H 


O 


■tf 




CCQ 


u 


OfSj 






n3 




C3 <« fH rf 
fH rf O S 




i^ m g 


3 


H H 


fH 




O H 


Hi 


Cr- 


O H 






•H g 




O 


o 


O H "H C3 


1 CD 


a? 


rf 


1 3 

o S 




O O rH fH 




CD ^ fn 


CD 


O 


O ^ 


1 


rH ^1 


CQ +3 


CQ 


s 




ridOO 
O <0 O ^i 




-P CD O 


-P 


S 


^ 


•H 


a> n3 


1 


U 


o ^« 






c3 ^q^i 


Cil 


p 


o 


H 


^ 


c5 O 


H -P 


o 


o 


CQ O 




O ^ I 




+» I 


-p 


asm co 


flj 


OCJ >2i 


«D «fl 


$?& 


•H^ 




' r. 




CQ fl 


CQ 


•H 1 




O^ 


J 


bO 


CO 




O 




>i o 




J. ° 


1 


£ c5 




1 




o 


fl 


•H 






O 


C? CO 




S-P 


rt 


^ -p 




o 




C 


-^J 


R 




re 


t3 h -h 




O CQ 


c3 o 


o ci 




o 




CQ 








U 


tfi 


co a 




•H H 


a -1 


tM O 




-H 




CO 


CO 


fl 




P^ 


fH 


0> rt 


O X 


CJ H 


•H S4 




^ 




u 


o 


crt 






o 


fH 3 


& 


33 


-P -H 


H<5 
03 




o 




Fq 


t-; 


CQ 




§ 


rlO C5 
O 


$ 


flfl 
O 


o 
















CQ 


o 




M 









H 




CD 






S 




-P 






g 




c8 
•P H 




O 




CQ 


O 




& 




O 


o 




o 


>l c 


o 




o 


•p 


•H 


CO 




•rH 


•H 


X 






8 


CQ 


CD 


r] 




^ 


CO 


& 






g 


•rH 





O 




a 


S 


f2i 




St 


1 






1 




t^ 






02 




-P 




O 


crt 




•H 




o 


b0 




O 




•H 


<u 








M> 




fl 




CD 






o 






CQ 

o 




H 

•rH 




!5 


l-H 




CQ 













o 



o 



o5 



m -p bOrH >i 01 

h-P o 
0) rt O 



H +5 fl 
O <D -H 

0) 



o 

O > 0) <B O O 

CO pq pq 0-3 o ra 



s 

H 



-34- 



o 
o 



CM 



CM 
CO 



TO 
O 

m 



o 

S3 



CM 



CM 

CM 



I 



o 

CM 



« 



« 



!> 



bO 

+> 

o 

J3- 



oo 



to 



o> 



to 



to 



to 



rH 



<# 



o 

H 



rS 



E5 
O 

bO 
O 



QJ O 


<a 


+> O 


£J 


n3.£j 


o 


+> o 


i25 


CO CO 






<D 


CH 


+> 


o d 


o3 


®n 


CO 


U o 


1 


0£q 


S 


1 


o3 


^ 


c a 


+> 


o bO 


pi 


•f* a 


o 


bO-H 


I 

o 


C H 


•i-l rH 


m 


ropq 




J6 



H 

O 

o 
o 

CO 



o 

o 

o3 
-P 
CO 

I 

>> 






-35- 



In regard to the scope of the work offered 
as to grades, in the North Atlantic Schools it usually 
consists of eight or nine grades and a Kindergarten, only 
two schools of this section having practice teaching in 
high school work. In the South Atlantic Division the 
scope is almost always seven grades and occasionally a 
Kindergarten. In the North Central Division ten schools 
offer practice teaching in the senior high school, ten 
have a junior high school for practice work, all maintain 
grade teaching, and fifteen give training in Kindergarten 
teaching. Of the South Atlantic Division four schools have 
a junior high school, all maintain the grades, and one 
has Kindergarten. In the Western section three have four 
year high schools, six junior high schools, all have grade 
work, and four have kindergartens. 

The Rat i o s of f aculty _t o Studen t Tea chers and 

of Student Tea chers to_ Pupils_ in T rain ing Schoo ls. 

An effort was made to find the median number 
of student teachers who are under the training of one 
critic teacher or supervisor, also to find the ratio 
between the numbers of student teachers and the number of 
pupils in the practice classes. The catalogs give fairly 
complete information in the matter of the number of members 
of the faculty and the number of students doing work in 
the training schools, although some schools have no 
mention of these figures. The data are very incomplete 
in regard to the ratio of student teachers to pupils. 



-36- 



The figures are given for the few schools from which they 

could be obtained. The schools are ranked according to 

the first ratio. 

Table VI. 

The ratio of the number of members of the training school 

faculty to the number of student teachers and the ratio of 

the number of student teachers to the number of pupils in 

practice classes. 

(Note: F = Humber of members of faculty. 

f St = Number of student teachers. 

( P = Number of training school pupils. 



Di vi si o n 


School F 


Latto of F to St. 


Patio of St to P 


North 


Connecticut-New Haven 










Atlantic 


State. Normal 












School 


1 


to 


1.66 


1 to 12.90 




New Hampshire-Keene 












State Normal School 


1 


to 


2.63 


1 to 9.38 




Mas s achus et t s - 












Hyannis State Normal 












School 


1 


: to 


3.33 


1 to not given 




Connecticut -Dan bury 












Normal Training School 


1 


to 


3.65 


1 to 9.49 




Rho de I sland-Provi dence 












R . I . St at e No r mal 


1 


to 


4.62 ■ 


1 to 13.36 




Mas s achu setts -Wes t f i el d 












State Normal School 


1 


to 


5.94 


not given 




Worcester State Norm- 












al School 


1 


to 


10.44 


not given 




Pennsylvania-Lockhanew 












Central State Normal 












School 


1 


to 


10.44 


not given 




Vermo nt - Gas 1 1 e to n 












Vermont State -Normal 












School 


: l 


to 


10.60 


not given 




New Jersey-Trenson N.J. 












State Normal School' 


' l 


to 


10.79 


not given 




Massachusetts- Salem 












State Normal School 


l 


to 


12.16 


1 to 6.00 




New York - -Buffalo 












State Normal and 












Training School 


l 


to. 


13.42 


not given 




Massachusetts 












Framingham State Nor- 












mal School 


l 


to 


14.72 


not given 




Maine- Farming ton State 












Normal and Training 












School 


l 


to 


17.83 


Not given 



-37- 



Gorham State Normal 
School 
Pennsylvania-Clarion 

State Normal School 
Massachusetts-Bridge- 

water State Normal 

School 
Pennsylvania- Indiana 

Normal School of 

Pennsyvlania 

Slipper Rock-Slippery 

Rock State Normal 

School 



Median number of St to one 
member of the faculty 

Median number of P to one 
St 



1 to 20,20 
1 to 22,00 

1 to 27.33 

1 to 48.66 

not given 



1 to 10.7 



South 
Atlantic 



North 
Central 



West Virginia- 
Athens State Normal 
School 

Georgia- Valdosta 
State Normal School 

South Carolina 
Rockhill Western 
Normal and Industrial 
College 

Maryland- Towson, 

Maryland State Normal 
School 

Georgia- Athens, 

State Normal School 



Median number of St to one 
member of the faculty 

Median number of P to 
one St. 



1 to 10.00 
1 to 11.00 

1 to 33.00 

1 to 40.60 
1 to 41.75 



South Dakota 

Aberdeen Normal and 
Industrial School 

North Dakota-Minot 
State Normal School 
Mayville State Normal 
School 

South Dakota -spearfish 
State Normal School 

Illinois- De Kalb North- 
ern Illinois State 
Normal School 

Ohio-Bowling Green State 
Normal College 

North Dakota- Valley City 
State Normal School 

Minnesota- Duluth State 
Normal School 

Wis cons in- Whitewater 
State. No; 



1 to 33.00 



linnesota- 
Normal ' 



„ r inona Stat< 
School 



1 to 5,60 
1 to 5.71 
1 to 6.90 
1 to 8.20 

1 to 9.89 

1 to 10.7. 

1 to 10.82 

1 to 12.00 

1 to 13 33 
1 to 13.64 



not given 
not given 

not given 

1 to 0.91 

1 to 2.65 



1 to 9.38 



1 to 1.25 
1 to 1.54 

not given 

1 to 0.60 
1 to 0.53 



1 to 1.25 



1 to 12.11 

1 to 7.01 

1 to 5.26 

1 to 2.43 

1 to 3.18 

1 to 23.82 

1 to 1.45 

1 to 16.68 

1 to 1.00 
1 to 7.27 



-38- 





Wiscon sin-Plat tesville 














State Normal School 


1 


to 


14.22 


1 to 1.37 






Illinois 














Charles ton- Eastern 














Illinois State Normal 














School 


1 


to 


14.80 


l.to 1.30 






Michigan- Ypsilanti-Mich. 














State Normal School 


1 


to 


23,48 


1 to 0.74 






Illinois- Macomb-W. 111. 














State Normal School 


1 


to 


26.00 


1 to 1.05 






Iowa- Cedar Palls Iowa 














State Normal College 
Kansas-Emporia-Kansas 


1 


to 


28.03 


1 to 1.39 






State Normal School 


1 


to 


32.95 


1 to 0.84 






Michigan- Kalamazoo, 














We stern State Normal 














School 


1 


to 


34.46 


not given 






Missouri- Warrensburg, 














Second District State 














Normal School 


1 


to 


39.72 


1 to 0.91 






Minnesota- Moorhead 














State Normal School 


1 


to 


57.00 


lot given 






Median number of St to one 














member of the faculty 


1 


to 


13.64 








Median number of P to 














one St. 








1 to 1.45 




South 














Central 


Texas- Huntsville 
Sam Houston Normal 














Institute 


1 


to 


4.25 








Tennessee-Liurfreesboro 














Middle Tenn. State 














Normal School 


1 


to 


6.33 i 


1 to 6.73 






Texas- San Marcas 














South West State 














Normal College 


1 


to 


9.18 








Arkansas- Conway- Arkansas 














State Normal School 


1 


to 


9.42 








Oklahoma- Durant South 














Eastern State Normal 














School 


1 


to 


12.00 


1 to 2.00 






Alva - North Eastern 














State Normal School 


1 


to 


14.00 


1 to 1.42 






A3±>ama - Traoy state 














Normal School 


1 


to 


14.40 








Tennessee- Johnson City 














Eastern Tennessee 














State Normal School 


1 


to 


20.20 


1 to 2.14 






Alabama- Jacksonville, 














State Normal School 


1 


to 


45.00 


- 






Median number of St to one 












i 


member of the faculty 


1 


to 


12.00 








Median number of P to one 














St. 








1 to 2.07 





-39- 

Western Montana- Dillon State 

Normal College 1 to 5.52 1 to 9.00 

Idaho- Albion State 

Normal College 1 to 4.14 1 to 8.62 

New Mexico- Los Veges 

New Mexico Normal 

University 1 to 4.33 1 to 9.80 

Arizona- Tempe Normal 

School of Arizona 1 to 7.81 1 to 3.50 

Idaho- Lewiston State 

Normal School 1 to 8.81 1 to 2.09 

Arizona- Flagstaff 

North Arizona Normal 

School 1 to 13.20 1 to 2.00 

Oregon- Monmouth 

Oregon State Normal 

School 1 to 20.30 1 to 1.91 
Washington- Bellingham 
State Norm al School 1 to 24.09 1 to 5.20 

""Median number of St to one 

member of the faculty 1 to 8.31 

Median number of P to 

one St. 1 to 4.35 



The mddian number of student teachers to one 
member of the faculty in the North Atlantic Division is 
1 to 10.75; South Atlantic Division 1 to 33, North Central 
Division 1 to 13.64; South Central 1 to 12.00; Western 
Division 1 to 8,30. Prom this it can be seen that the ratio 
in the South Central Division or 1 to 12 is the ratio which 
represents the median number. 

It is evident that a critic teacher with only 
eight to twelve student teachers to train can give them far 
better and more careful training than a critic teacher who 
has thirty or forty students in her charge. The table of 
the ratios of student teachers to pupils is so incomplete 
as to be of little value. The schools of the North Atlantic 
Division show best condition, but it is impossible to 
reduce the date to numerical values from what is given 
in many of the catalogs. The majority of these schools have 



■ 40- 



training centers in public schools. The Bridgewater 
Massachusetts School has sixteen cities and towns with 
which it maintains arrangements for practice teaching. 
The school at Trenton, New Jersey, has forty-one training 
centers. It seems that the majority of the schools of 
the North Atlantic Division schools have sufficient pupils 
to afford the usual school conditions, and it is quite 
evident that the majority of schools studied do not have 
sufficient children in practice classes to afford anything 
like normal conditions, or in many cases to furnish 
a class for each teacher. The data of the South 
Atlantic States is so incomplete that comparisons cannot 
he made. The schools of the North Atlantic Division and 
of the Western Division show larger practice facilities 
than those of the North Cdntral Section, and the same 
schools offer a greater amount of practice teaching. This 
would seem to indicate that there is a positive correlation 
between the amount of practice teaching offered in the 
curriculum and the practice teaching facilities. 
Fi nal Summary - - 

The medians of the different sections of the country 
have "been grouped in table VI and each median is ranked. The 
section having the lowest number for the total of the rank 
numbers ranks highest in all the practices considered in the 
foregoing tables. 



-41- 
Table VII 

Summary of the medians of the following in regard 
to State Normal Schools of the United States; amount of 
practice teaching required, number of pupils in training 
schools, total registration of the student of the normal school, 
the number of student teachers, the number of student teachers 
to one member of the training school faculty, number of pupilE 
to each student teacher, the number of members of the training 
school faculty, number of members of the senior class. The 
ranking of the school of each division in each item and the 
sum of the rankings. 



Medians of 


| 


Geographical Divisions 






NA 


Rank 


SA 


R 


NC 


R 


SC 


R 


W 


Rank 


Amount of practice 
teaching required 
of student teachers 


21600 


1 


10775 


2 


8100 


4 


5427 


5 


8991 


3 


Number of pupils in 
training schools 


300 


2-1/2 


150 


5 


369 


1 


366 


4 


300 


2-1/2 


Total Registration 
of students 


408 


4 


318 


5 


1180 


1 


590 


3 


875 


2 


Number of student 
teechers 


105 


3 


124 


2 


200 


1 


72 


4 


70 


5 


Number of student 
teachers to one mem- 
ber of the faculty o 
training school 


f 

1 to 10.7 


2 


Ito 3. 3c 


5 


Ito 

15.6 


4 


1 to 12.0 


3 


1 to 8.3 


1 


Number of practice 
pupils to one stu- 
dent teacher 


1 to 9,4 


1 


1 tD 1.2 


5 


Ito 
1.4 


4 


1 to 2.1 


o 


1 to 4.3 


2 


Dumber of members 
of training school 
faculty 


12 


1 


8 


4 


11 


2. 


6 


5 


10 


3 


Number of members 
of senior class 


107.5 


2 


85 


3 


130 


1 


66 


5 


80 


4 


Total of Rankings 


■ i in 


16-1/2 




31 




18 




32 


i i 


22-1/2 



-42- 

Table VIII 
Ranking of the totals of ranking of the State Normal Schools in 
regard to the eight items of Table VII. 

Geogra^ i i'G^^i Vis'ron "~ ~~~ " ToTal'T uH^o^'r^aliki.^ ^ ~~~ _ 
North Atlantic 16-1/2 

North Central 18 

Western 23-1/2 

South Atlantic 31 

South Central 32 



The medians of the number of pupils in the 
training schools is not what iw would be if the catalogs 
had given full data on this point, 'i'he median of the 
North Atlantic schools would have been some higher as 
would also that of the western schools. Just what effect 
fuller information would have had on the medians of the 
other schools it is impossible to state. As the table gives 
it the North Central schools rank first, the North Atlantic 
and Western second, the South Central next, and the South 
Atlantic lowest. In the matter of the ratio of number of 
practice pupils and the number of student teachers, the 
i'orth Atlantic schools rank first, the Western second, 
the South Central third, the North Central fourth, the 
South Atlantic fifth. The North Central schools have the 
greater number of graduates, the North Atlantic the next 
largest and South Atlantic are third, the Western fourth 
and the South Central fifth. The North Central schools have 
the greatest number of student teachers as would be expected 



-43- 



from the large enrollment of student the schools of this 
district, the South Atlantic schools rank second in this 
point, the Worth Atlantic third, probably due to the great 
number of schools in this section in proportion to the 
area, the South Central District is fourth in rank, and 
the Western lowest. The Western country being more sparsely 
settled might account for this. The ranking of the three 
points, enrollment, student teachers, and number of 
graduates of the different divisions is not consistent 
thruout. The North Central ranking is what is to be expected 
in three points, that of rank one, the North Atlantic 
Division ranks four, three, two, the South Atlantic five, 
two, three, the South Central three, four, five, the 
Western two, five, four. This probably indicates that the 
students of the South Central and Western are more 
transient in their attendance a larger proportion not 
remaining in school until graduation. In the matter of actual 
number of members of faculty with no regard to the enrollment 
or number of student teachers the North Atlantic Schools 
rank first, the Hbrth Central second, the Western third, 
the South Atlantic fourth, and the South Central fifth. 
Considering the number of student teachers this ranking 
is higher than is to be expected for the ITorth Atlantic 
Section and Western Division, but too a low a ranking for 
the other three. In the final ranking according to the sum 
of rankings the North Atlantic Schools stand first, the North 
Central second, the' western third, the South Atlantic fourth 
and the South Central fifth. 



•44- 



It would probably assist in standardizing 
the work of the Normal schools if the terms for amount of 
work done be standardized, hour, credits, periods 
and units are four verjr common terms. The following are 
some of the definitions of these terms: "An hour is four 
forty-five minute periods per work for five weeks. " "An 
hour is the work in one course through one semester - 
eighteen weeks - recitation period being one hour with 
a. proportioned period double that of the time spent in 
recitation. ""Two and one-half hours con si sts of twelve weeks' 
work of accepted work in a single subject five recitations per 
week." "A credit is an hour's recitation for one quarter." 
"A unit consists of five recitations per week, forty-five 
minute periods, for thirty-six weeks." "A course in one 
subject involving not less than four recitations per 
week; for a term of twelve weeks is a unit." Some schools count 
the work by class periods forty-five minutes length. 

In the matter of entrance requirements it is 
universal in the school studied to admit high school 
graduates to the two year curriculum. There exists a dif- 
ference in the amount of work these high school graduates 
have had. Some schools stipulate the credits necessary to 
have been completed, and a few insist on a certain grade 
as a minimum, most of the schools admit graduates from any 
accredited high school. The majority of the normal schools 
offer other curricula for higher and lower level than that 
of the two year. In many schools the condition must exist 
that the majority of the students are of a grade below the 
high school level, ^nly the schools of Massachusetts, New 



-45- 



Jersey, Rhode Island, Maine, and Connecticut, allow no 
one to enter who is not a graduate of. a high school. 

Almost double the number of schools have practice 
teaching in other curricula than that of the two-year • 
in comparison with number who do not. As many of the schools 
do work of a high, school grade considerable of the practice 
teaching is done by students of the lower grade level. 

Table IX. 
The number of state normal schools having practice teaching 
in other curricula than the two-year, and the number of 
schools having practice teaching in the two-year curriculum 
only. 



Geographical 


Ho. of schools 


No. of schools hav- 


Total 


Divi si on 


having practice 


ing practice teach- 






teaching in 


ing in other 






two year cur© 


curricula besides 






riculum only 


the two year 




North Atlantic 


12 


8 


20 


South Atlantic 


3 


6 


9 


North Central 




27 


27 


South Central 


8 


7 


15 


We stern 


8 


10 


18 


To' 


;als 51 


58 


89 



The schools of each group are fairly evenly divided 
in the matter with the exception of the North Central division. 
Every school which gave data on the subject had practice 
teaching in other curricula. The North Atlantic • Schools had a 
majority of four and the South Atlantic and YiTestern School 
had a small majority favoring practice teaching in more than 
the two year curriculum. The North Central group caused a large 
majority, fifty-eight to thirty-one in the totals towards the 
plan of student teaching in other curricula besides the two-year. 



-46- 



Rural School Practice Teaching. 

Another problem in practice teaching is that of 

teaching in the rural schools. Many normal schools offer 

a rural school curriculum, hut the practice teaching is 

done in a graded school. When rural teaching is offered 

it varies in amount from the school which allows a student 

to do all practice teaching in the country, to one which 

gives work one day per week in a country school which has 

"been conveyed to the normal school grounds. The school at 

Keene, New Hampshire, requires every graduate to do some 

practice teaching in the country. Different plans are used 

in the work. Some possess a model school on the normal 

capus, others have one or many regular country schools as 

training centers. One normal school has all the schools of a 

nearby township, which consists of nine schools, as a 

training center. Some country schools in the more thickly 

populated districts are consolidated schools. 

Table IX 
Facilities of state normal schools for training rural school 



teaching. 
Regular rural school used as 
training center 
Model rural school in con- 
nection with formal school 
Rural school children conveyed 
to normal school occasionally 
Combination of a regular rural 
school and a (model 1 rural 
school 



4 
2 



Total 



He 



9 
2 
1 



13 



sc 



w 



7 
2 



Total 



23 
7 
1 



32 



-47- 

The section having the largest nura'ber of rural 
practice schools in proportion to the number of schools 
studied is the Western, having nine such schools, and the 
section next in rank is the North Central having thirteen. 
Of the others the North Atlantic Division has six, the 
South Atlantic, three, and the South Central one. In 
the matter of the kind of rural training school maintained, 
the majority seem to favor the regular rural school, 
twenty-three schools having that kind while seven have a 
model rural, one has Tooth model and regular rural, and 
one follows the plan of conveying the country children 
to town. There is certainly a need for more 
training of rural teachers especialljr in the south and 
the great central area where farming is the chief occupa- 
tion, and the advancement of the rural community is of the 
greatest interest. 



-48- 



Sumraary . 

In the matter of housing the training schools, 
twenty-six normal schools have a separate "building, 
and forty-eight out of eighty-eight house the school on 
the campus as a part of the school. 

Forty- seven of ninety-three schools have 
observation and teaching during the senior year only. 
Fifteen schools give no data in this respect. Thirty 
schools have observation and teaching during both senior 
and junior years. From this it seems evident that there 
is a tendency towards putting the teaching towards the 
later part of the cirriculum. 

Sixty-two of ninety-seven schools have the plan 
of teaching for one period daily, while thirty-five have 
a longer period, but only fifteen of the thirty-five have 
the work extending throughout the day. Is it not open 
to question whether teaching for an hour each day. is 
sufficient training? 

In the matter of total minutes of teaching required 
of each student before graduation, the North Atlantic 
Division leads, having a median of 21,600 minutes required. 
T he South Atlantic states rank next with a median of 
10J775 minutes. The Western Division ranks third with a 
median of 8,991 minutes, the Horth Central Division being 
fourth with a median of 8,100 minutes, the South Central, 
fifth, the median being 5,427 minutes. Since the eastern 



- 49 - 

states are the older states, and granting that they have 
"been leaders in education, and too, since the usus.l time 
spent per day by the student teacher in teaching is far 
short of that of usual school room practice, is it a fair 
inference that the average graduate goes out from a normal 
school with inadequate training in actual teaching? 

There is a wide variation in the ratios "between 
the number of members of the training school faculty 
and the number of student teachers; the range being in the 
North Atlantic Division from 1 to 1.66 to 1 to 48.6, 
in the South Atlantic Division from 1 to 10 to the ratio 1 to 41, 
in the North Central Division, from 1 to 5.6 to the 
ratio 1 to 57, in the South Central from the ratio 1 to 4.2 
to the ratio 1 to 45, in the Western Section from the 
ratio 1 to 3.5 to the ratio 1 to 24. The median numbers 
of student teachers to one member of the training school 
faculty in each division in order are 10.7, 33.0, 13.6, 12.0, 
8.3 Is it not questionable whether a critic teacher can 
give adequate attention to the large number of student teachers 
under her charge? 

The number of pupils in the training centers 
varies widely from the children in forty-one towns and cities 
to fifty-eight pupils. The data for this comparison is 
incomplete, but it is sufficient to show that in many 
instances the number of pupils per student teacher is far below 



-50- 



actual school conditions. 

Of the ninety-eight schools thirty-two state 
in the "bulletins that they have rural school practice 

teaching. 



ARE OF LOSS 

( - < N GENTS 

I PAGE 
Receipt for ret 
gives if request 



3RES 



im 



019 761 665 9 



